Abstract
This cross-sectional study examined the relationship between interest, social–emotional skills, and early math skills in preschool children. Math-specific interest and global interest in learning were measured using teacher report and a play-based observation task. Math skills were assessed with a test of math achievement, and social–emotional skills were assessed using a teacher-report measure. Children with higher global interest in learning, math-specific interest, and observed goal-directed play demonstrated higher math skills. Furthermore, social-emotional skills were associated with global interest in learning and math skills, but not with math-specific interest. Overall, findings support the relevance of interest and social-emotional skills for school readiness in young children.
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